With foreword by Rick Wormeli Merging educational neuroscience with a formative assessment process and differentiated instruction, LeAnn Nickelsen and Melissa Dickson developed a four-step cycle of instruction -- (1) chunk, (2) chew, (3) check, and (4) change -- that has the power to double the speed of student learning. Compatible with any subject area, the book's brain-friendly teaching strategies and plentiful tools are designed to help transform students into active learners and independent thinkers. Educational neuroscience- and research-based teaching strategies to improve student achievement: Combine brain science with a formative assessment process and differentiated instruction to maximize student learning. Examine effective teaching strategies and differentiation practices so you can bump it up or break it down according to student needs. Consider the four-step instructional cycle and understand the components of chunk, chew, check, and change. Explore how the formative assessment process can double the speed of learning. Learn how to plan instruction and preassess efficiently so that daily learning targets and formative assessments enable each student to meet standards. Receive templates and teaching strategies that can be easily differentiated and implemented in daily lesson plans. Contents: Introduction: Maneuver Your Footwork With Four Steps Part I: Setting Up Your Classroom Dance Floor Chapter 1: Choreograph Your Instruction With the Cha-Cha Steps Chapter 2: Move Smoothly From Broad Ideas to Smaller Ideas Chapter 3: Get to Know Your Dance Partners Part II: Putting the Steps Together Chapter 4: Take Step One: Chunk (Instruct) Chapter 5: Take Step Two: Chew (Learn) Chapter 6: Take Step Three: Check (Evaluate) Chapter 7: Take Step Four: Change (Differentiate) Chapter 8: Finesse the Chunk, Chew, Check, and Change Cycle Epilogue: Swing Into Action With the Four Steps

An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain Fresh readings of canonical texts such as Charlotte Bronte's Jane Eyre, Charles Dickens's Hard Times, and Lewis Carroll's Alice in Wonderland Diverse primary sources analysing the presence of the Arabian Nights in distinct areas of cultural production: constructions of childhood, archaeological and geological science, theatrical display, and exhibitions Aladdin, Sinbad, Ali Baba and the Forty Thieves, Scheherazade winding out her intricate tales to win her nightly stay of execution: the stories of the Arabian Nights are a familiar and much-loved part of the English literary inheritance. But how did these tales become so much a part of the British cultural landscape? Dickson identifies the nineteenth century as the beginning of the large-scale absorption of the Arabian Nights into British literature and culture. She explores how this period used the stories as a means of articulating its own experiences of a rapidly changing environment. She also argues for a view of these tales not as a depiction of otherness, but as a site of recognition and imaginative exchange between East and West, in a period when such common ground was rarely found

This volume explores changing perceptions of health and disease in the context of the burgeoning global modernities of the nineteenth century. With case studies from Britain, America, France, Germany, Finland, Bengal, China and the South Pacific, it demonstrates how popular and medical understandings of the mind and body were reframed by the social, cultural and political structures of 'modern life'. Chapters in the collection examine ways in which cancer, suicide and social degeneration were seen as products of the stresses and strains of 'new' ways of living. Others explore the legal, institutional and intellectual changes that contributed to modern medical practice. The volume traces how physiological and psychological problems were constituted in relation to each other and to their social contexts, offering new ways of contextualising the problems of modernity facing us in the twenty-first century. This book is relevant to United Nations Sustainable Development Goal 3, 'Good health and well-being'. -- .

An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain Fresh readings of canonical texts such as Charlotte Bronte's Jane Eyre, Charles Dickens's Hard Times, and Lewis Carroll's Alice in Wonderland Diverse primary sources analysing the presence of the Arabian Nights in distinct areas of cultural production: constructions of childhood, archaeological and geological science, theatrical display, and exhibitions Aladdin, Sinbad, Ali Baba and the Forty Thieves, Scheherazade winding out her intricate tales to win her nightly stay of execution: the stories of the Arabian Nights are a familiar and much-loved part of the English literary inheritance. But how did these tales become so much a part of the British cultural landscape? Dickson identifies the nineteenth century as the beginning of the large-scale absorption of the Arabian Nights into British literature and culture. She explores how this period used the stories as a means of articulating its own experiences of a rapidly changing environment. She also argues for a view of these tales not as a depiction of otherness, but as a site of recognition and imaginative exchange between East and West, in a period when such common ground was rarely found